Cover Image

Pressure to improve scores in standardized English examinations and their effects on classroom practices.

This study surveys English language teachers’ pressure to improve students’ scores in standardized English examinations and how it has affected their classroom practices. The purpose of this study is to explore the teachers’ level of pressure to improve students’ performance in the examination. This...

Full description

Saved in:
Bibliographic Details
Main Authors: Zakaria, Noor AsmaIffah, Abd. Samad, Arshad, Omar, Zoharah
Format: Article
Language:English
Published: Macrothink Institute 2013
Online Access:http://psasir.upm.edu.my/id/eprint/29041/1/Pressure%20to%20improve%20scores%20in%20standardized%20English%20examinations%20and%20their%20effects%20on%20classroom%20practices.pdf
http://psasir.upm.edu.my/id/eprint/29041/
http://www.macrothink.org/journal/index.php/ijele/issue/view/213
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.upm.eprints.29041
record_format eprints
spelling my.upm.eprints.290412015-11-17T03:41:46Z http://psasir.upm.edu.my/id/eprint/29041/ Pressure to improve scores in standardized English examinations and their effects on classroom practices. Zakaria, Noor AsmaIffah Abd. Samad, Arshad Omar, Zoharah This study surveys English language teachers’ pressure to improve students’ scores in standardized English examinations and how it has affected their classroom practices. The purpose of this study is to explore the teachers’ level of pressure to improve students’ performance in the examination. This study also seeks to investigate whether there are any differences in terms of classroom practices between teachers who express high pressure and low pressure. In this study, classroom practices are determined by four variables which are; (i) test preparation activities, (ii) mode of instruction during English lesson, (iii) instructional content, and (iv) teachers’ involvement in motivational practices. Responses were analysed using Multivariate Analysis of Variance (MANOVA) to determine whether there is any significant difference in terms of the four classroom practices variables and the pressure subgroups. This study found that teachers are pressured to improve students’ scores in standardized English examinations. Further, there are significant differences between teachers experiencing high pressure and low pressure in terms of their classroom practices, mode of instruction, instructional content and motivational practices. Macrothink Institute 2013 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/29041/1/Pressure%20to%20improve%20scores%20in%20standardized%20English%20examinations%20and%20their%20effects%20on%20classroom%20practices.pdf Zakaria, Noor AsmaIffah and Abd. Samad, Arshad and Omar, Zoharah (2013) Pressure to improve scores in standardized English examinations and their effects on classroom practices. International Journal of English Language Education, 2 (1). pp. 45-56. ISSN 2325-0887 http://www.macrothink.org/journal/index.php/ijele/issue/view/213 10.5296/ijele.v2i1.4524
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description This study surveys English language teachers’ pressure to improve students’ scores in standardized English examinations and how it has affected their classroom practices. The purpose of this study is to explore the teachers’ level of pressure to improve students’ performance in the examination. This study also seeks to investigate whether there are any differences in terms of classroom practices between teachers who express high pressure and low pressure. In this study, classroom practices are determined by four variables which are; (i) test preparation activities, (ii) mode of instruction during English lesson, (iii) instructional content, and (iv) teachers’ involvement in motivational practices. Responses were analysed using Multivariate Analysis of Variance (MANOVA) to determine whether there is any significant difference in terms of the four classroom practices variables and the pressure subgroups. This study found that teachers are pressured to improve students’ scores in standardized English examinations. Further, there are significant differences between teachers experiencing high pressure and low pressure in terms of their classroom practices, mode of instruction, instructional content and motivational practices.
format Article
author Zakaria, Noor AsmaIffah
Abd. Samad, Arshad
Omar, Zoharah
spellingShingle Zakaria, Noor AsmaIffah
Abd. Samad, Arshad
Omar, Zoharah
Pressure to improve scores in standardized English examinations and their effects on classroom practices.
author_facet Zakaria, Noor AsmaIffah
Abd. Samad, Arshad
Omar, Zoharah
author_sort Zakaria, Noor AsmaIffah
title Pressure to improve scores in standardized English examinations and their effects on classroom practices.
title_short Pressure to improve scores in standardized English examinations and their effects on classroom practices.
title_full Pressure to improve scores in standardized English examinations and their effects on classroom practices.
title_fullStr Pressure to improve scores in standardized English examinations and their effects on classroom practices.
title_full_unstemmed Pressure to improve scores in standardized English examinations and their effects on classroom practices.
title_sort pressure to improve scores in standardized english examinations and their effects on classroom practices.
publisher Macrothink Institute
publishDate 2013
url http://psasir.upm.edu.my/id/eprint/29041/1/Pressure%20to%20improve%20scores%20in%20standardized%20English%20examinations%20and%20their%20effects%20on%20classroom%20practices.pdf
http://psasir.upm.edu.my/id/eprint/29041/
http://www.macrothink.org/journal/index.php/ijele/issue/view/213
_version_ 1643829643895111680
score 13.211869

Similar Items